Аннотация
This qualitative study investigates the well-being of English language teacher-tutors in Kazakhstan’s rapidly expanding but underregulated shadow education sector. Grounded in Bronfenbrenner’s ecological systems theory, this study explores how institutional, relational, and sociocultural forces intersect to shape the emotional and professional experiences of teacher-tutors. Thirty English language teachers from six mainstream schools participated in two rounds of semi-structured interviews. Thematic analysis revealed that Kazakhstan’s laissez-faire policy stance has enabled exploitative practices within the tutoring market, including employment discrimination against local tutors and inadequate oversight in tutorial centres. Participants reported heightened emotional strain stemming from ethical tensions in tutoring their own students, managing parental expectations, and maintaining visibility in a competitive, informal market. Gendered challenges were also noted, with female teacher-tutors disproportionately burdened by the demands of balancing professional and domestic responsibilities. These findings demonstrate that language teacher well-being extends beyond individual resilience and is deeply embedded in broader policy and governance environments. The study recommends targeted policy interventions to regulate private tutoring, including transparent employment practices, ethical safeguards, and mechanisms that support schoolteachers working in dual roles. It contributes to ongoing debates about the governance of shadow education and the necessity of inclusive language-teacher well-being policies in emerging education systems.